Scholarly record

PSYCHOSOCIAL DETERMINANTS OF INCLUSIVE EDUCATION

K. Kroupova

Abstract

Visual impairment has a very important psychosocial dimension - it determines the development of an individual's personality, his socialization process, social integration and inclusion into society, his psychological and social well-being too. In the following, we will attempt to outline the basic character of the psychosocial dimension of visual impairment, with an emphasis on the social specifics of a visually impaired individual in the situation of inclusion in educational process in elementary school. As Bakker (2007) points out, sociometric status and often also self-image in individuals with specific needs is different from the majority population. The aim of the research was to find out the position of pupils with visual impairment in the peer group in the integration process at elementary school. The conducted sociometric study presents some key characteristics of pupils with visual impairments in the classroom, which illustrate the current state of inclusion of this target group into mainstream education. Although the results of mixed design research can not be generalized, we can obtain a more complete picture of the social dimension of inclusive education on the basis of acquired data.

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